Oxford writing Criterion Scale and KPI’s
Yellow
Clear, secure evidence in this piece that the child has
mastered this skill.
●
There is some evidence in this piece that the child can do
this.
×
There is no evidence in this piece that the child can do
this. This could also indicate skills not yet taught or next
steps.
No
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Assessment score:
0 – 3 ticks =entering . (1.1)
3 – 6 ticks = entering + (1.1+)
7 – 9 ticks = developing (1.2)
10 – 12 ticks = developing + (1.2+)
13 - 14 ticks in highlighted areas = expected (1.3)
15 – 16 ticks = expected + (1.3+)
17 – 19 ticks = mastery (1.4)
20 – 23 ticks = mastery + (with greater depth all ticks in a variety
of writing genres/pieces) (1.4+)
Criteria
Can write their own first name with appropriate upper and lower case letters (may not be totally accurate).
Can form all letters clearly, although size and shape may be irregular. (Y1 KPI)
Can write simple regular words, some spelt correctly. (Y1 KPI)
Can almost always leave spaces between words. (Y1 KPI)
Can make sensible phonic attempts at words. (Y1 KPI)
Can spell all CVC words (e.g. sit, bag, cat) correctly. (Y1 KPI)
Can confidently write some captions and labels and attempts other simple forms of writing (e.g. lists,
stories, retellings etc.).
Can show some control over letter size, shape and orientation in writing.
Can say what their writing says and means.
Can retell known stories in writing.
Can produce their own ideas for writing (not a retelling).
Can show some control over word order, producing logical statements. (Y1 KPI)
Can spell most of the Year R and Year 1 High Frequency Words and Year 1 words in the National
Curriculum. Appendix 1. (Y1 KPI)
Can make recognisable attempts at spelling words not known (almost all decodable without the
child’s help). (If all are spelt correctly, tick this criterion so as not to penalise the child). (Y1 KPI).
Can write simple texts such as lists, stories, reports, recounts (of a paragraph or more). (Y1 KPI)
Can begin to show awareness of how full stops are used in writing. (May be in the wrong places or only on
final full stop).
Can usually give letters a clear and regular size, shape and orientation (ascenders and descenders and use
of upper and lower case are usually accurate).
Can use ANY connective (may only ever be ‘and’) to join two simple sentences, thoughts, ideas, etc.
Can use appropriate vocabulary (should be coherent and sensible) in more than three statements.
Can always use logical phonic strategies when trying to spell unknown words in more than three
statements. (Y1 KPI)
Can usually use a capital letter and full stop, questions mark or exclamation mark to punctuate
sentences. (Y1 KPI)
Can produce a paragraph or more of developed ideas independently that can be read without help from the
child (may be more like spoken than written language but must not be a retelling).
Can re-read every sentence to check it makes sense, reading aloud to adults and peers.
ASSESSENT SCORE
Green
Date
Oxford writing Criterion Scale and KPI’s
Clear, secure evidence in this piece that the child has
mastered this skill.
●
There is some evidence in this piece that the child can do
this.
×
There is no evidence in this piece that the child can do
this. This could also indicate skills not yet taught or next
steps.
No
Assessment score:
0 – 3 ticks = entering (2.1)
3 – 6 ticks = entering + (2.1+)
7 – 9 ticks = developing (2.2)
10 – 12 ticks = developing + (2.2+)
13 - 14 ticks in highlighted areas = expected (2.3)
15 – 16 ticks = expected + (2.3+)
17 – 19 ticks = mastery (2.4)
20 – 21 ticks = mastery + (with greater depth all ticks in a variety
of writing genres/pieces) (2.4+)
Criteria
1
Date
Can communicate ideas and meaning confidently in a series of sentences of at least a paragraph in
length. (May not be accurate, but mainly ‘flows’ as it has lost the ‘list like’ from typical of some
early writing.)
Can control use of ascenders/descenders and upper/lower case letters in handwriting.
Can write in three or more text forms with reasonable accuracy.
Can provide enough detail to interest the reader (e.g. is beginning to provide additional information or
description beyond a simple list.)
Can vary the structure of sentences to interest the reader e.g. questions, direct speech or opening
with a subordinate clause, etc.).
Can sometimes use interesting or ambitious words (they should be words not normally used by a child of
that age, and not a technical word used in a taught context only, e.g. ‘volcano’ in geography or ‘evaporate’
in science.
Can usually sustain narrative or non-narrative forms (can write at length – close to a side of A4 at least –
staying on task).
Can match organisation to purpose (e.g. showing awareness of the structure of a letter, openings and
endings, the importance of the reader, organisational devices, beginning of paragraphing etc.).
Can usually maintain the use of basic sentence punctuation (full stops followed by capital letters) in a
piece close to a side of A4 in length. (May be on a shortened piece or may not be accurate to achieve the
‘Developing’ category.)
Can spell most common words correctly and most of the Years R, 1 & 2 High Frequency Words,
and the Year 1 & 2 words in the National Curriculum Appendix 1.
Can use phonetically plausible strategies to spell or attempt to spell unknown polysyllabic words. (If
all the spelling is correct in a long enough piece to provide secure evidence, tick this criterion.)
Can use connectives other than ‘and’ to join two or more simple sentences, thoughts, ideas, etc. (e.g.
but, so, then, or, when, is, that, because).
Can use a range of punctuation, mainly correctly, including at least three of the following: full stop
and capital letter, exclamation mark, question mark, comma (at least in lists), apostrophe for simple
contraction and for singular possession (at least), e.g. ‘John’s dog…’ ‘The cat’s bowl..’
Can make their writing lively and interesting (e.g. provides additional detail, consciously uses humour,
varies sentence length or uses punctuation to create effect, etc.).
Can link ideas and events, using strategies to create ‘flow’ (e.g. Last time, also, after, then, soon, at last,
and another thing…).
Can use adjectives and descriptive phrases for detail and emphasis (Consciously selects the adjective for
purpose, rather than using familiar one, e.g. a title: ‘Big Billy Goat Gruff’).
Can structure basic sentences correctly, including capitals and full stops in a longer piece (one error is
acceptable).
Can use accurate and consistent handwriting (in print at a minimum, can show consistent use of
upper/lower case, ascenders/descenders, size and form).
Can begin to show evidence of joined handwriting.
Can use past and present tenses correctly.
Can proof read to check for errors in spelling, grammar and punctuation (e.g. ends of sentences
punctuated correctly.).
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9
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20
21
ASSESSMENT SCORE
Blue
Clear, secure evidence in this piece that the child has
mastered this skill.
●
There is some evidence in this piece that the child can do
this.
Assessment score:
0 – 3 ticks = entering (3.1)
3 – 6 ticks = entering + (3.1+)
7 – 9 ticks = developing (3.2)
10 – 12 ticks = developing + (3.2+)
Oxford writing Criterion Scale and KPI’s
×
There is no evidence in this piece that the child can do
this. This could also indicate skills not yet taught or next
steps.
No
13 - 14 ticks in highlighted areas = expected (3.3)
15 – 16 ticks = expected + (3.3+)
17 – 20 ticks = mastery (3.4)
21 – 23 ticks = mastery + (with greater depth all ticks in a variety
of writing genres/pieces) (3.4+)
Criteria
1
2
3
Date
Can produce work that is organised, imaginative and clear (e.g. simple opening and ending).
Can use a range of forms appropriately and consistently.
Can adapt their chosen form to the audience (e.g. provide information about the characters or
setting, make a series of points, use brackets for asides, etc.).
Can sometimes use ambitious words (they should be words not usually used by a child of that age, and not
a technical word used in a taught context only, e.g. ‘volcano’ in geography or ‘evaporate’ in science0.
Can develop and extend ideas logically in sequenced sentences (but they may still be overly detailed or
brief).
Can extend sentences using a wider range of conjunctions to clarify relationships between points
and ideas (e.g. when, because, if, after, while, also, as well).
Can explore, identify and create complex sentences using a range of conjunctions e.g. if, while, since.
Can usually correct grammatical structures in sentences (nouns and verbs generally agree).
Can use pronouns appropriately to avoid the awkward repetition of nouns.
Can use most punctuation accurately, including at least three of the following: full stop and capital letter,
question mark, exclamation mark, comma, apostrophe.
Can structure and organise work clearly (e.g. beginning, middle, end; letter structure; dialogue
structure).
Can explore and identify main and subordinate clauses in complex sentences.
Can begin to use paragraphs.
Can adapt form and style for purpose (e.g. there is a clear difference between formal and informal letters;
use of abbreviated sentences in notes and diaries, etc.).
Can write neatly, legibly and accurately, mainly in a joined style.
Can use adjectives and adverbs for description.
Can spell phonetically regular or familiar common polysyllabic words accurately (sometimes for the
‘Developing’ category) and most or all of the Year 3 High Frequency Words and the Year 3 words in the
National Curriculum Appendix 1.
Can develop characters and describe setting, feelings and/or emotions, etc.
Can link and relate events, including past, present and future, sensibly (afterwards, before, also, after a
while, eventually, etc.)
Can attempt to give opinion, interest or humour through detail.
Can use generalising words for style (e.g. sometimes, never, always, often, mainly mostly, generally, etc.
and/or modal verbs/the conditional tense (e.g. might do it, may go, could rain, should win).
Can begin to show they are developing a sense of pace (writing is lively and interesting).
Can proof read to check for errors in spelling, grammar and punctuation (in own and others’
writing).
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ASSESSMENT SCORE
Indigo
Clear, secure evidence in this piece that the child has
mastered this skill.
●
There is some evidence in this piece that the child can do
this.
×
There is no evidence in this piece that the child can do
this. This could also indicate skills not yet taught or next
steps.
Assessment score:
0 – 3 ticks = entering (4.1)
3 – 6 ticks = entering + (4.1+)
7 – 9 ticks = developing (4.2)
10 – 12 ticks = developing + (4.2+)
13 - 14 ticks in highlighted areas = expected (4.3)
15 – 16 ticks = expected + (4.3+)
17 – 20 ticks = mastery (4.4)
21 – 23 ticks = mastery + (with greater depth all ticks in a variety
Oxford writing Criterion Scale and KPI’s
of writing genres/pieces) (4.4+)
No
Criteria
1
2
Date
Can write in a lively and coherent style.
Can use a range of styles and genres confidently and independently. (If the writing is a narrative, simple
report or recount of known story this cannot be ticked. If any other genre, it can be ticked as they will
already know three text forms.)
Can sometimes use interesting and ambitious words (they should be words not normally used by a child of
that age, and not a technical word used in a taught context only, e.g. ‘volcano’ in geography or ‘evaporate’
in science.
Can organise ideas for both purpose and reader (e.g. captions, headings, bullets, fonts, chapters,
letter formats, paragraphs, logically sequenced events, contextual and background information etc.)
Can use a wide range of punctuation mainly accurately, including at least three of the following: full
stop and capital letter, question mark, exclamation mark, apostrophe and comma.
Can write neatly, legibly and accurately, usually maintaining a joined style.
Can use more sophisticated connectives (e.g. although, however, nevertheless, despite, contrary to, as well
as, etc.).
Can use links to show time and cause.
Can open sentences in a wide range of ways for interest and impact.
Can use paragraphs, although they may not always be accurate.
Can discuss and record ideas for planning.
Can produce thoughtful and considered writing (uses simple explanation, opinion, justification and
deduction).
Can use or attempt grammatically complex structures (e.g. expansion before and after the noun: ‘The little,
old man who lived on the hill…’ ‘….by the lady who taught me guitar…’; subordinate clauses: ‘I felt
better when…’, etc.).
Can create sentences with fronted adverbials for when and where.
Use commas to mark clauses in complex sentences.
Can spell unfamiliar regular polysyllabic words accurately and most of Year 4 High Frequency Words and
the Year 4 words in the National Curriculum. Appendix 1.
Can use nouns, pronouns and tenses accurately and consistently throughout.
Can use apostrophes and/or inverted commas, mainly accurately. (If direct speech is not appropriate to the
task, apostrophes alone can score the tick).
Can select from a range of known adventurous vocabulary for a purpose, with some words being
particularly well chosen.
Can select interesting strategies to move a piece of writing forward (e.g. asides, characterisation, dialogue
with the audience, dialogue, etc.).
Can advise assertively, although not confrontationally, in factual writing (e.g. ‘An important thing to think
about before deciding…’, ‘We always need to think about…’, etc.).
Can develop ideas in creative and interesting ways.
Can proof read for spelling, grammar and punctuation errors.
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23
ASSESSMENT SCORE
Violet
Clear, secure evidence in this piece that the child has
mastered this skill.
●
There is some evidence in this piece that the child can do
this.
×
There is no evidence in this piece that the child can do
this. This could also indicate skills not yet taught or next
steps.
Assessment score:
0 – 3 ticks = entering (5.1)
3 – 6 ticks = entering + (5.1+)
7 – 9 ticks = developing (5.2)
10 – 12 ticks = developing + (5.2+)
13 - 14 ticks in highlighted areas = expected (5.3)
15 – 16 ticks = expected + (5.3+)
17 – 20 ticks = mastery (5.4)
21 – 24 ticks = mastery + (with greater depth all ticks in a variety
of writing genres/pieces) (5.4+)
Oxford writing Criterion Scale and KPI’s
No
Criteria
1
Date
Can spell all vocabulary correctly apart from rare technical or obscure words. (Must have used
unusual, ambitious vocabulary that is spelt correctly.)
Can open and close writing in interesting, unusual or dramatic ways, when appropriate.
Can use the full range of punctuation accurately and precisely, including for sub-division, effect,
listing, direct speech, parenthesis, etc.
Can write neatly, legibly, accurately and fluently, in a joined style.
Can vary font for effect or emphasis when appropriate (print, italics, or capitalisation): There may only be
one example.
Can use a wide range of conventions appropriately to the context, e.g. paragraphs, sub and side
headings, addendum, footnote, contents, etc.
Can use a wide range of sophisticated connectives, including conjunctions, adverbs and prepositions,
to show time, cause, sequence and mode, including to open sentences sometimes.
Can use clauses confidently and appropriately for audience and purpose.
Can use implicit links within a text, e.g. referring back to a point made earlier or forward to more
information or detail to come.
Can use complex groupings for effect, before or after the verb. (For example: ‘How I love the
warmth of the summer breeze, the lapping of waves and the soft swishing of the sand beneath my
sandals.’) There may only be one example.
Can use a range of techniques to interact or show awareness of the audience, e.g. action, dialogue,
quotation, aside, suspense, tension, comment.
Can write with maturity, confidence and imagination.
Can adapt writing for the full range of purposes, always showing awareness of audience and purpose.
Can consciously vary levels of formality according to purpose and audience.
Can sustain a convincing viewpoint throughout the piece of writing, e.g. authoritative, expert, convincing
portrayal of character, apposing opinions, etc.
Can use a wide range of ambitious vocabulary accurately and precisely (they should be words that are not
usually used by a child of that age).
Can use two or more stylistic features to create effect within the text, e.g. rhetorical questions, repetition,
figurative language, passive voice, metaphor, simile, alliteration, onomatopoeia, groupings, elaboration,
nominalisation, impersonal voice.
Can use creative and varied sentence structures when appropriate, intermingling with simple structures for
effect.
Can always construct grammatically correct sentences, unless using dialect or alternative constructions
consciously for effect.
Can use pertinent and precise detail as appropriate.
Can ensure consistent and correct use of tense throughout a piece of writing.
Can convert nouns and adjectives into verbs using suffixes e.g. ate, ise, ify).
Can develop self-checking and proof read for spelling, grammar and punctuation errors.
Can demonstrate a wide range of the criteria in this year group effectively and in a well-managed and
mature way, within a single piece of totally independent writing (of at least 1½ sides of A4).
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24
ASSESSMENT SCORE
Gold
Clear, secure evidence in this piece that the child has
mastered this skill.
No
1
2
●
There is some evidence in this piece that the child can do
this.
×
There is no evidence in this piece that the child can do
this. This could also indicate skills not yet taught or next
steps.
Assessment score:
0 – 3 ticks = entering (6.1)
3 – 6 ticks = entering + (6.1+)
7 – 9 ticks = developing (6.2)
10 – 12 ticks = developing + (6.2+)
13 - 14 ticks in highlighted areas = expected (6.3)
15 – 16 ticks = expected + (6.3+)
17 – 20 ticks = mastery (6.4)
21 – 23 ticks = mastery + (with greater depth all ticks in a variety
of writing genres/pieces) (6.4+)
Criteria
Can produce well-structured and organised writing using a range of conventions in layout.
Can use appropriate informal and formal styles with confidence (e.g. conversational, colloquial, dialect,
Standard English).
Date
Oxford writing Criterion Scale and KPI’s
3
4
5
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Can select the correct genre for the audience and purpose, and use it accurately.
Can select from a wide range of known imaginative and ambitious vocabulary (they should be words that
are not usually used by a child of that age) and use them precisely. (All spelling, including that of complex
words, is almost always correct.)
Can use paragraphs consistently and appropriately.
Can group things appropriately before or after main verb (e.g. ‘The books, the pens and the pencils were
already on the table’).
Can use all grammar accurately except when consciously using dialect or colloquialism for purpose
and audience.
Can use different techniques to open or conclude work appropriately. (e.g. opinion, summary,
justification, comment, suspense or prediction).
Can use complex sentence structures appropriately.
Can link ideas across paragraphs using adverbials for time, place and numbers e.g. later, nearly,
secondly.
Can use a wide range of punctuation, almost always accurately, to include three or more of the
following (as appropriate to the text): comma, apostrophe, bullets, inverted commas, hyphen,
brackets, colon or semi-colon.
Can use punctuation appropriately to create effect (e.g. exclamation mark, dash, question mark, ellipsis).
Can write neatly, legibly and accurately in flowing, joined style.
Can adapt handwriting for a range of tasks and purposes, including for effect.
Can spell accurately in all but the most complex words (e.g. paraphernalia, quintessential etc.) and most or
all of the Year 6 High Frequency Words and the Year 6 words in the National Curriculum Appendix 1.
Can use the passive voice for variety and to shift focus (e.g. ‘The cake was eaten by the child’).
Can use a range of narrative techniques with confidence, interweaving elements when appropriate (e.g.
action, dialogue, quotation, formal or informal style, aside, observation, suspense).
Can vary sentence length and word order confidently to sustain interest (e.g. ‘Having achieved your
goals at such an early age, what motivates you to continue? Why fight on?).
Can use a range of devices to adapt writing to the needs of the reader (e.g. headings, sub-headings,
bullets, underlining, parenthesis, introduction providing context, footnote, contents, bibliography).
Can use literary features to create effect (e.g. alliteration, onomatopoeia, figurative language, dialect,
metaphor, simile etc.).
Can interweave implicit and explicit links between sections.
Can use punctuation to show division between clauses, to indicate, to vary pace, to create
atmosphere or sub-divide (e.g. commas, colons, semicolons, dashes, ellipses).
Can show confident and established ‘voice’.
ASSESSMENT SCORE